The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Strategic Leadership and Change includes organisational leadership, strategic direction, policy development, stakeholder engagement, and change management.
Most recent resources about Strategic Leadership and Change
This report from Ako Aotearoa and the Australian Council for Educational Research analyses how students are engaging with their studies in Institutes of Technology and Polytechnics (ITPs) in New Zealand.
This report discusses research undertaken on the teaching and learning practices of 13 nominated Māori and Pasifika private training establishments (PTEs) and their programme design and development to meet the needs of their students.
VOCEDplus is a free international research database containing over 44,000 English language records, many with links to full text documents. The particular focus of VOCEDplus is research and statistics as it relates to education for work and beyond.
The 2010 annual monitoring report for the Tertiary Education Strategy provides baseline data to monitor progress against the 2010–15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.
Profile & Trends provides a summary of information on the performance and key characteristics of the New Zealand tertiary education system. It contains data on trends and changes in the 2009 academic year.
NCAT is an independent non-profit US organization dedicated to the effective use of information technology and course redesign to improve student learning outcomes and reduce the cost of higher education. Website includes many resources about course redesign using technology.
Guidance to support higher education institutions (HEIs) to strategically develop more effective mechanisms to further the involvement of disabled students, not only in the development of disability equality schemes, but also in the implementation of those schemes and in the wider development of an ongoing institutional culture towards disability equality.
This Ministry of Education report summarises the findings of a project on how different tertiary education organisations teach literacy, language and numeracy skills as part of their programmes. Includes cases studies from five institutions: a wānanga, a polytechnic, two private training establishments, and an industry training organisation.
The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.
This pack includes a series of five short guides and a set of key messages postcards containing quotes from learners. The guides, written for different institutional roles, offer recommendations on how to better respond to learners’ expectations and uses of technology and offers practical guidance on how to embed the learners’ voice more effectively into processes and practice.
UK think-tank Demos argues that while British universities are under threat, technology is providing a means for a moment of rebirth for universities, with online tools and open access offering the means for their survival. Through their institutional capital, universities can use technology to offer more flexible provision and open more equal routes to higher education and learning.
The website presents quality information and resources to support those engaged in strengthening the literacy and numeracy of adults in New Zealand. Created by the University of Waikato as part of its work to establish a National Centre of Literacy and Numeracy for Adults which is funded by the Tertiary Education Commission.
The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.
An Australian project exploring ways in which are teaching, learning and research linked for mutual benefit in higher education, how students benefit from the research character of universities, and whether relationships between research, teaching and student learning can be strengthened. Includes examples of good practice in linking teaching and research.
This publication summarises the outcomes of work funded by the JISC Learning and Teaching Committee through its e-learning programme. It showssignificant diversity in the sector and the effectiveness of a range of approaches. The publication is supported by a set of 37 detailed case studies that are available on this website.
An overview of the quality processes and trends in teaching, and learning and performance indicators, in Australia and in several OECD countries at the national and university level. It suggests that indicators usefully employed at the intra-institutional level are most likely to lead to an enhanced learning environment which benefits students.
This report reviews and synthesises research literature on decision-making by prospective students on whether, where and what to study at a tertiary level. The report is based on findings from New Zealand and overseas literature and will contribute to knowledge and understanding of the factors that influence student-decision making.
Full title: Collaborative Development of Flexible Learning Capability for the Tertiary Education Sector of New Zealand: the case for Open Education Resources (OER)This paper is an outcome of the Collaborative Resource Development Model project and participation in the UNESCO International Institute for Educational Planning (IIEP) community of interest forum.
The purpose of Leading Excellence was to approach leadership from a cultural change perspective. To develop a tool which would assist leading improvement with a focus on the activity of leading, rather than leadership as an attribute.
The Centre promotes and supports high quality learning and teaching across the disciplines of geography, earth and environmental sciences in UK higher education. Based at the University of Plymouth, it provides a voice for the discipline communities, contributing to government consultations and policy developments.